scholarly journals Experiential learning, collaboration and reflection: key ingredients in longitudinal faculty development

2021 ◽  
Author(s):  
Laura Farrell ◽  
Sarah Buydens ◽  
Gisele Bourgeois-Law ◽  
Glenn Regehr
Keyword(s):  
Faculty Development ◽  
Learning Community ◽  
Safe Space ◽  
Collaborative Group ◽  
Teaching Skills ◽  
Sustainable Change ◽  
Group Discussions ◽  
Written Narratives ◽  
Self Reflection ◽  
Family Practice Physicians

Background: Longitudinal faculty development (LFD) may allow for increased uptake of teaching skills, especially in a forum where teachers can reflect individually and collectively on the new skills. However, the exact processes by which such interventions are effective need further exploration. Methods: This qualitative study examined an LFD initiative teaching a novel feedback approach attended by five family practice physicians. The initiative began with two 1.5-hour workshops: Goal-Oriented Feedback (as the teaching skill to be developed) and Narrative Reflection (as the tool to support personal reflection on the skill being learned). Over the subsequent six-months, the five participants iteratively applied the feedback approach in their teaching and engaged in narrative reflection at four 1-hour group sessions. Transcripts from the group discussions and exit interviews were analyzed using thematic analysis. Results: Iteratively trialing, individually reflecting on, and collectively exploring efforts to implement the new feedback approach resulted in the development of a learning community among the group. This sense of community created a safe space for reflection, while motivating ongoing efforts to learn the skill. Individual pre-reflection prepared individuals for group co-reflection; however, written narratives were not essential. Conclusion: LFD initiatives should include an emphasis on ensuring opportunities for iterative attempts of teaching skills, guided self-reflection, and collaborative group reflection and learning to ensure sustainable change to teaching practices. 

Building Learning Communities for Faculty

1998 ◽  
Vol 2 (6) ◽  
pp. 22-24
Author(s):  
Jodi H. Levine
Keyword(s):  
Faculty Development ◽  
Learning Communities ◽  
Learning Community ◽  
Colleges And Universities ◽  
Dynamic Learning ◽  
Temple University ◽  
Teaching Team ◽  
Daunting Challenge ◽  
The Way

As at most colleges and universities, when faculty at Temple University are asked to join with other faculty to teach a “learning communities” course, they are faced with the daunting challenge of changing the way they teach. To help them meet this challenge, Temple University engages in a number of faculty development activities, the goal of which is to have faculty come together in a dynamic learning community—a teaching team—in which they can work out the best approaches for involving students in their own learning.

scholarly journals Outcomes of a national faculty development program in teaching skills

2004 ◽  
Vol 19 (12) ◽  
pp. 1220-1227 ◽  
Author(s):  
Thomas K. Houston ◽  
Jeanne M. Clark ◽  
Rachel B. Levine ◽  
Gary S. Ferenchick ◽  
Judith L. Bowen ◽  
...  
Keyword(s):  
Faculty Development ◽  
Development Program ◽  
Teaching Skills ◽  
Faculty Development Program

Developing an Online Community to Promote Engagement and Professional Learning for Pre-Service Teachers Using Social Software Tools

2010 ◽  
Vol 12 (1) ◽  
pp. 17-30 ◽  
Author(s):  
Catherine McLoughlin ◽  
Mark J.W. Lee
Keyword(s):  
Learning Community ◽  
Professional Learning ◽  
Online Community ◽  
Peer Mentoring ◽  
Professional Community ◽  
Social Software ◽  
Mentoring Relationships ◽  
Group Discussions ◽  
Mutual Engagement ◽  
Joint Enterprise

To support students undertaking an initial teacher training program, a communities of practice model (Wenger, 1998) was implemented, supported by a social software-based technology framework, to enable mutual engagement, joint enterprise, and a shared repertoire. Participants formed peer-to-peer mentoring relationships, creating and sharing web log (blog) entries and voice recordings of critical incidents while on their practicum. Data from the students’ discourse was analyzed to explore issues and patterns that were indicators of a learning community. This data, together with data collected from post-practicum focus group discussions in which students reflected on the benefits of these media for peer mentoring and support, attests to the relevance and effectiveness of the adopted approach to developing a socio-professional community to support the development of pre-service teachers. The authors believe that best outcomes are achieved when activities are structured, when students are adequately trained in using the technologies, and when instructors or experts are available to scaffold reflection processes as the need arises.

16. Faculty Learning Community: An Innovative and Effective Approach to Faculty Development

2009 ◽  
Vol 9 (4) ◽  
pp. e9-e10
Author(s):  
Ryan S. Bode ◽  
Michelle B. Huddleston ◽  
Angelika Gruessner ◽  
Grace L. Caputo
Keyword(s):  
Faculty Development ◽  
Learning Community ◽  
Faculty Learning Community ◽  
Faculty Learning

scholarly journals Discourse and Network Analyses of Learning Conversations

2011 ◽  
pp. 451-476 ◽  
Author(s):  
H. L. Lim ◽  
Fay Sudweeks
Keyword(s):  
Social Network ◽  
Collaborative Group ◽  
Group Discussions ◽  
Network Analyses ◽  
Computer Mediated ◽  
Mediated Discourse ◽  
Educational Computer ◽  
Exchange Structure ◽  
Learning Conversations

Analytical frameworks for examining educational computer mediated discourse have been mainly designed for asynchronous discussions; hence the classification schemes are typically more sensitive when applied to longer postings than the shorter, more condensed exchanges present in online synchronous discourse. This chapter introduces the exchange structure analysis framework for examining online synchronous interaction at levels of structural organization and pragmatic intention. The further application of social network analysis as a method and visualization tool for the coded exchanges are explained and illustrated. Examples are provided from transcript data of moderated collaborative group discussions during virtual tutorials in a case study. With the integration of discourse and social network analytical methods, a richer interpretation is gained on the processes of articulation and negotiation of meaning during online learning conversations.

scholarly journals The Impact of Integrating Weblogs into an ESP Classroom

2013 ◽  
Vol 9 (1) ◽  
pp. 46-62 ◽  
Author(s):  
Luiza Zeqiri
Keyword(s):  
Learning Community ◽  
Collaborative Work ◽  
Technology In The Classroom ◽  
Good Opportunity ◽  
Self Reflection ◽  
Analysis And Evaluation ◽  
Teacher Student ◽  
Use Of Technology ◽  
The Impact

Abstract Researchers have investigated the role of information technology (IT) in learning but there is a need for studies investigating the impact of Blogging distinctively. There are previous studies which support the use of technology in the classroom and researchers who are arguing the opposite by expressing their concerns related to technology integration into the curriculum. This paper attempts to explore the impact and effectiveness of using weblogs in universities, particularly in English for Specific Purposes (ESP) environment. The participants in this study were 25 second and third year Communication Sciences students attending ESP one and two courses. Qualitative and quantitative approaches were used for the data collection. Evidence was gathered in the form of student questionnaires, weblogs and teacher’s analysis and evaluation of the process. The findings indicate that ESP students would not use their blogs effectively unless they are monitored and motivated by their teacher. It can be suggested that blogs can be used as an educational tool in different ESP courses and not only with ESP for Communication Sciences because their usage enhances student-student and teacher-student interaction and promotes discussions. Moreover, using Blogs in the classroom proved to be a good opportunity to promote students’ self reflection, peer evaluation skills and also their critical thinking ability. Finally, weblogs encourage collaborative work; establish a rapport between the learners and the teacher, by building a learning community and enhancing learner autonomy

scholarly journals Musical Totem: A Collaborative Composition Methodology During the Covid-19 Pandemic

2021 ◽  
Keyword(s):  
Learning Community ◽  
Research Network ◽  
Collaborative Group ◽  
Shared Experiences ◽  
Music Making ◽  
Global Pandemic ◽  
Collaborative Working ◽  
Collaborative Music ◽  
The Rich ◽  
Exquisite Corpse

As part of the Action Research Network of the Americas, the Musical Learning Community is a collaborative group, founded during the COVID-19 global pandemic, that has brought together musicians, artists, and educators to generate shared experiences. As members of this community, we explore new ways for collaborative music-making. Through creative, cultural, and conceptual influences, the idea of the Musical Totem emerged as a collaborative music composition methodology to transcend geographical distancing. We sought interpretative freedom by adopting methods of the surrealist technique Cadavre Exquis (Exquisite Corpse) while relying on the rich concept of totems to find thematic material and set compositional parameters. The process was carried out using arts-based and autoethnographic research approaches, which provided insights into our creative musical responses and remote collaborative working processes. This endeavor showed us that symbolism can provide compositional and performative challenges and that, as a methodology, the Musical Totem can create freedom and constraints depending on the musician, the conceptual influences, and the instrumentation. We also learned that engaging in a collaborative music-making process led to increased community bonding through shared creative expression.

scholarly journals Talking the talk in junior interprofessional education: Is healthcare terminology a barrier or facilitator?

2020 ◽  
Author(s):  
Shamara Nadarajah ◽  
Arden Azim ◽  
Derya Uzelli Yılmaz ◽  
Matthew Sibbald
Keyword(s):  
Individual Differences ◽  
Focus Group ◽  
Interprofessional Education ◽  
Mixed Methods Study ◽  
Safe Space ◽  
Word Count ◽  
Focus Group Discussions ◽  
Group Discussions ◽  
Physician Assistant Students ◽  
Prior Experiences

Abstract Background: Use of jargon and complex healthcare terminology is a potential barrier to interprofessional education (IPE). Healthcare terminology can be separated into two categories: inclusive terminology shared amongst professions, and exclusive terminology unique to one profession. We sought to understand how terminology is perceived by junior learners in an IPE setting.Methods: We conducted a mixed methods study involving medical, nursing, and physician assistant students attending IPE simulation workshops. Students reviewed scenarios used in the workshops and identified terminology they considered “inclusive” or “exclusive”. Then, students participated in focus group discussions surrounding attitudes/perceptions towards healthcare terminology.Results: 23 students analyzed 14 cases, identifying on average 21 terms per case as healthcare terminology (29% of overall word count). Of the 290 terms identified, 113 terms were classified as healthcare terminology, 46 as inclusive and 17 as exclusive by >50% of participants. Analysis of focus group transcripts revealed 4 themes: abbreviations were commonly perceived as complex terminology, unfamiliarity with terminology was often attributed to being early in training even if exclusive, simulation was considered a safe space for learning, and learning terminology was a valued objective in early IPE.Conclusions: Students perceive a lot of healthcare terminology in learning materials, which is recognized as a valuable learning objective in their early IPE experiences, but also a challenge. Categorization of healthcare language is inconsistent among students and may reflect individual differences in prior experiences. Overall, healthcare terminology is a valued desirable difficulty among junior learners, and should not be avoided in IPE.

scholarly journals Transitioning to the workforce – resilience building workshop for pharmacy interns

2021 ◽  
pp. 263-266
Author(s):  
Andrew D. Bartlet ◽  
Jocelyn Bussing ◽  
Simmie Chung ◽  
Irene S. Um
Keyword(s):  
Problem Solving ◽  
Real Life ◽  
Short Report ◽  
Group Discussions ◽  
Self Reflection ◽  
Small Group Discussions ◽  
Intern Training ◽  
Resilience Training ◽  
Responding To Change ◽  
The University

Introduction: This short report describes the piloting of a resilience building workshop for pharmacy interns to aid with the transition from university to the workforce. Methods: A 2-hour workshop was designed focussing on responding to change and exploration of real-life examples that interns had encountered in the workplace. The workshop involved a combination of whole and small group discussions, problem-solving and self-reflection. A total of 108 interns participated in the workshop as part of The University of Sydney Pharmacy Intern Training Program. Conclusion: Pharmacy educators must continue to embed resilience training in curricula to promote graduates’ readiness to transition and deal with adversity in the contemporary workforce.

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